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題名:科學教師教學決策機制之研究
作者:李松濤 引用關係
校院名稱:國立高雄師範大學
系所名稱:科學教育研究所
指導教授:林煥祥
洪振方
學位類別:博士
出版日期:2005
主題關鍵詞:教學決策教師思考教師敘事教師論證GEAR 模式teaching decisionsteacher thinkingteacher narrativesteacher argumentationGEAR model
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本研究以決策科學中「自然決策」的觀點來探討科學教師的教學決策與其
背後的決策機制。研究者將典範式與敘事式二種思考模式與「自然決策」
觀點中所提出的「論證驅動理論」與「心像理論」相結合,從「教師敘事」
以及「教師論證」的實徵資料來探討二位不同發展階段的國小自然科個案
教師的教學決策與決策機制。研究結果顯示,資深的教師教學型態比較穩
定,主要在於強調「探究式」的教學,重視學生的思考與自我評量能力,
而資淺的教師教學型態會因為教學單元不同而不同,主要在於強調「教材
課程」,重視知識的完整性與科學文本的互動。文中同時提出科學教師教
學決策機制的GEAR 模式(G 代表教學目標,E 代表教師個人的認識論,
A 代表教學行動,R 代表資源)來說明二位個案教師教學決策的思考過程,
資深的教師會以「認識論」觀點啟動教學決策思考,進而設定「教學目標」
和尋求「資源」,最後形成「教學行動」;而資淺的教師會以「教學目標」
觀點啟動教學決策思考,進而配合「認識論」與尋求「資源」,最後再形
成「教學行動」。文中最後也針對GEAR 模式的特色以及其運用在科學教
育中的意涵提出說明,同時也根據前述說明針對未來研究方向、科學師資
培育、科學教師在職成長以及科學教學實踐等內容提出建議。
The purpose of this study is to explore science teachers’ teaching decisions and related
decision making mechanism through the perspective of “Natural Decision Making”
prevailing in the field of decision science. By focusing on two case science teachers
of different developmental stages, the researcher combined paradigmatic and narrative
mode of thought with the argument-driven theory and image theory emphasized in the
perspective of “Natural Decision Making” to explore their teaching decisions and
decision making mechanism with the help of empirical data from “teacher narratives”
and “teacher argumentation”. The results revealed that proficient performer
teacher’s teaching pattern was stable and inquiry-oriented, and her emphasis was on
students’ thinking and self-assessment abilities. As for advanced beginner teacher,
her teaching pattern was adjusted to different units, and her emphasis were on
textbook , curriculum, the completeness of knowledge structure and verbal
interactions of scientific texts. A science teacher’s teaching decision making
mechanism called “GEAR model” (Goal-Epistemology-Action-Resource) was
constructed to illustrate two case teachers’ thought processes in their teaching
decisions. The proficient performer teacher’s teaching decisions were initiated by
“epistemology”, followed by “goal” setting, “resource” seeking and “action” taking.
The advanced beginner teacher’s teaching decisions were initiated by “goal”,
followed by “epistemology” fitting, “resource” seeking and “action” taking. Finally,
the characteristics and implications of this GEAR model in science teaching were
explained, and related suggestions toward future research directions, science teacher
preparation programs, in-service science teacher development and science teaching
practices were provided.
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